DESIGNING A COMPREHENSIVE PROGRAM FOR MANAGING WRITING DIFFICULTIES IN SPECIAL EDUCATION - A CASE STUDY APPROACH. Babayemi, Mercy Janet Department of Education University of Lagos ABSTRACT This study presents a comprehensive program designed to manage writing difficulties in special education, specifically targeting a junior secondary school student with dysgraphia in Nigeria. Drawing on inclusive education principles and evidence-based practices, the program encompasses a detailed assessment, development of an Individualized Education Plan (IEP), and implementation of targeted instructional strategies and assistive technologies. Key components include systematic handwriting instruction, the use of multisensory techniques, and the integration of assistive technology. The program also emphasises continuous monitoring and collaboration with parents to ensure consistent support. By addressing the unique needs of students with dysgraphia, this program aims to enhance their writing skills, academic performance, and overall development. Keywords:Special Education, Dysgraphia, Inclusive Education, Individualized Education Plan (IEP), Writing Difficulties, Multisensory Techniques, Assistive Technology, Nigeria Introduction. Teachers are one of the key factors in delivering instruction that leads to the development of competent literacy learners. From the earliest studies of effective instruction (Bond & Dykstra, 1967) to more recent studies (Alton-Lee, 2003; Darling Hammond, 2000; Hattie, 2002; Timperley, 2005), teachers are pivotal in influencing students’ literacy achievement (Christina, Robyn, Karin & Anne, 2009). Inclusive education aims to provide equitable learning opportunities for all students, including those with special needs. However, addressing specific learning difficulties, such as writing difficulties, requires tailored interventions to support individual learners effectively. This research paper presents a comprehensive program designed to develop and manage writing difficulties in a special student at the junior secondary school level in a Nigerian educational setting. Drawing upon the principles of inclusive education and evidence-based practices, this program aims to address the specific needs of the student while fostering their academic and personal development. Understanding the Specific Writing Difficulty. The specific type of deformity causing writing difficulties in the identified student is dysgraphia. Dysgraphia is a neurological disorder characterised by difficulties with writing, including issues with handwriting, spelling, and organisation of written language. Individuals with dysgraphia may struggle with letter formation, spacing, and legibility, impacting their ability to express themselves effectively through written communication. Comprehensive Program Design. 1. Assessment and Individualized Education Plan (IEP) Development: - Conduct a comprehensive assessment of the student's writing abilities, including handwriting, spelling, and writing mechanics. - Collaborate with a multidisciplinary team, including special education teachers, occupational therapists, and psychologists, to develop an Individualized Education Plan (IEP) tailored to the student's needs and strengths. - Set specific, measurable, achievable, relevant, and time-bound (SMART) goals related to improving writing skills and addressing dysgraphia symptoms. 2. Instructional Strategies and Interventions: - Implement evidence-based instructional strategies, such as the Handwriting Without Tears developmental teaching order, to teach handwriting skills systematically. - Prioritize teaching uppercase letters first, followed by lowercase letters, to facilitate correct formation and orientation while reducing reversals. - Focus on teaching lowercase letters c, o, s, v, and w first, as they are similar in formation to their uppercase counterparts. - Provide explicit instruction on letter formation, spacing, sizing, and alignment, using multisensory techniques to accommodate diverse learning styles. 3. Assistive Technology and Accommodations: - Introduce assistive technology tools, such as speech-to-text software and word prediction programs, to support the student's writing process and enhance accessibility. - Implement accommodations, such as extended time for writing tasks, reduced writing load, and preferential seating, to mitigate the impact of dysgraphia on academic performance. - Provide access to alternative modes of expression, such as oral presentations, graphic organizers, and peer scribes, to enable the student to demonstrate understanding and knowledge effectively. 4. Monitoring and Progress Tracking: - Regularly monitor the student's progress towards IEP goals through ongoing assessment, observation, and feedback from teachers and specialists. - Adjust instructional strategies and interventions based on the student's individual needs and response to interventions. - Collaborate with parents/guardians to ensure consistency between home and school environments and support the student's development outside of the classroom. Recommendations Based on the findings of this research, the following recommendations are proposed to enhance the effectiveness of programs designed to manage writing difficulties in special education settings: 1. Conduct Comprehensive Assessments: Regularly assess students’ writing abilities to develop tailored IEPs that address their specific needs and strengths. 2. Implement Evidence-Based Instructional Strategies: Use proven instructional strategies such as the Handwriting Without Tears program and multisensory techniques to systematically teach handwriting and writing skills. 3. Leverage Assistive Technology: Integrate tools like speech-to-text software and word prediction programs to support students with dysgraphia, enabling them to overcome writing challenges. 4. Provide Accommodations: Offer accommodations such as extended time for writing tasks, reduced writing loads, and alternative modes of expression to ensure that students can demonstrate their knowledge effectively. 5. Foster Collaboration and Consistency: Engage parents and guardians in the education process to create a supportive environment both at school and home, ensuring consistency in the interventions and strategies used. 6. Monitor Progress Continuously: Regularly track students’ progress towards their IEP goals and adjust interventions as needed based on their response and changing needs. 7. Enhance Teacher Training: Provide ongoing professional development for educators to equip them with the skills and knowledge needed to support students with writing difficulties effectively. 8. Promote Inclusive Practices: Encourage inclusive education practices that recognize and accommodate the diverse needs of all students, fostering an environment where every student can thrive. Conclusion. Inclusive education requires proactive and targeted interventions to address the diverse needs of students with special learning difficulties. By implementing a comprehensive program tailored to the specific needs of a junior secondary school student with dysgraphia, educators and specialists can support the student's academic success and foster their overall growth and development. 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